It is well documented that successful Professional Development School (PDS) initiatives are contingent on trusting relationships between the university and school districts. Over the past 25 years, continual efforts have been made by the Kansas State University (KSU) PDS to minimize notions of status while maintaining mutually beneficial goals and creating genuine partnerships. At KSU, the partnership is expected to "maintain written descriptions of roles, responsibilities and expectations for KSU faculty and PDS faculty involved in the partnership (clinical instructors, coordinator of PDS, faculty liaisons, mentor teachers, administration)" (Kansas State University Professional Development School Handbook, 2014, n.p.). While such "written descriptions" do exist, in reality, lines are often blurred as individuals frequently represent more than one role or assume different responsibilities over time. To explore this topic further, the authors, who all have worn multiple "partnership hats" over the years, were asked to reflect upon these constantly evolving roles and responsibilities. This article, grounded in social research that often addresses questions which are "fundamentally interpretive or historical in nature--who we are and how we came to be who we are" (Ragin & Amoroso, 2012, p. 8)--captures highlights from their reflective face-to-face and online dialogue, centering on KSU PSD program's efforts to consistently support a culture of collaboration and collegiality.